A Preliminary Study Using Academagogy to Uncover the Problems That Block Adult Online Learner Engagement

Abstract

Personalisation plays a vital role in the engagement of adult learners in online learning environments. Historically, research has focused on applying adaptive technologies, including Artificial Intelligence, without integrating those technologies within teaching and learning approaches. Academagogy is a teaching and learning approach that allows an educator to select appropriate parts from the models pedagogy (educator-centred), andragogy (learner-centred), and heutagogy (learner-driven) for better learning outcomes. Previous studies used academagogy in face-to-face learning contexts; however, academagogy's application has been limited in online learning contexts. This paper presents our interim observations of applying academagogy to an online Information Technology course. Using mixed methods to analyse learner self-reflections, online learning analytics, learner grades, learner surveys, and learner interviews, we observed that learners progressed along the PAH continuum towards andragogy and heutagogy, with some exceptions. The exceptions were found where learners regressed on the PAH continuum when they encountered problems. The exceptions provide insights into the problem areas that block learner engagement and achievement, laying a foundation for future work in personalising the online learning experience.